High needs kids--they all arrive in 6th period!

Because of scheduling issues, it seems that most of the high-needs kids show up in sixth period in the science classroom I spend time in at my dyad. It just seems ludicrous! There are at least three kids with significant language problems--recent arrivals from Spanish-speaking countries. Something like 6 others are ADHD or on the autistic spectrum somewhere. That leaves about 18 students without major learning issues.

The dynamics of this class are so very unlike any of the rest, I just feel overwhelmed. I stopped at the table where three Latino boys are sitting, and doing nothing. I ask what the problem is, and get no response. I ask how I can help. I try to show them what they are to be doing. I get blank looks or odd smiles. I feel like I've completely failed. So I wander off and look for trouble elsewhere, but eventually stop by their table again. This time, the boy I'd decided was "least likely to succeed" is writing furiously, and seemingly on task. I'm amazed. The other boys are conversing, giggling, and occasionally writing on the table. I still wonder how to reach them. Is it the language barrier, cultural barrier, the "I don't care about school" barrier, or something else?

I finally have a terrific time with an ADHD boy, who responds very well to some one-on-one tutoring, in preparation for a test. My master teacher later tells me he has very severe emotional problems and an unstable home life.

This is in a mostly-affluent, high-achieving school, by the way. But there's still a lot of stuff like this. Some kids get support, and some don't--like the Latino boys who seem destined for academic failure. I can see why Matt, the teacher in the next classroom who recently finished at UWB, tells me his biggest challenge is figuring out how to connect with families. I wonder if that's the way to best help these kids. Easier said than done, I'm finding.

It does seem daunting... Anyone else have similar experiences?